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PROBLEMS IN ELEMENTARY WOODWORKING 



PROBLEMS IN ELEMENTARY WOODWORKING 




BOYS IN THE SHOP 



PROBLEMS IN 

ELEMENTARY WOODWORKING 

GRADED FOR 

INSTRUCTION BY THE GROUP METHOD 



HUGO J. P. VITZ 

HEAD OF MANUAL TRAINING DKPARTiMENT, NORTH TEXAS STATE NORMAL COLLEGE, DENTON, TEXAS 



THE SOUTHERN PUBLISHING COMPANY 
DALLAS, TEXAS 






Copyright, 1920 



THE SOUTHERN PUBLISHING COMPANY 



Alt Rights Reserved 



NOV -5 1920 
©C(.A601389 



PREFACE 



IN view of the lack of satisfactory textbooks that 
give a course of problems covering the use of 
tools, tool processes, and general principles that 
govern the design of a course in woodworking, frequent 
requests from former students have come to the 
author to put in concrete form a course of problems 
embodying the principles given to the students in 
his method classes. This book is the result and the 
reply to such a request. 

This course is not perfect by any means, nor is 
it intended to be the last word on the subject. How- 
ever, considerable care has been taken in the design 
and arrangement of the problems. Old standard, 
proven problems have been re-designed to fit the groups 
in which they have been placed. A number of new 
problems have been included which ought to give new 



Ufe to the work. Some deviations and additions have 
been made which will add to the flexibility of the 
course without sacrificing fundamental principles. 

It is hoped that the use of grouped problems, per- 
mitting selection from a large variety of designs involv- 
ing the same tools and processes, the pictures of the 
models preceding the group of drawings, the outline 
of tools and processes under the respective groups, 
and the arrangement for individual designs will help 
to bring about an increa.sed interest on the part of the 
pupil. This plan will satisfy pupils who have different 
tendencies and interests, increase the knowledge and 
control of fundamental tools and processes, without 
which an attempt at advanced processes wiU prove a 
faiku'e, and it will result in greater efficiency in class 
instruction. 



PROBLEMS IN ELEMENTARY WOODWORKING 
ACKNOWLEDGMENTS 



Valuable assistance to the author in the preparation 
of the manuscript of "Elementary Woodworking" is 
hereby acknowledged as follows: 

To Miss Mary Musgrave, Teacher of Elementary 
Woodworking, Ft. Worth Public Schools for line work, 
working drawings and the construction of a number of 
models; to Messrs. S. J. McGinis, Director of Trade 
Extension, University of Texas, J. M. Hinton, Manual 
Training Department, Diamond Hill Public Schools, 
and G. B. Trimble, Teacher of Manual Training, 



Central High School, Ft. Worth, for assistance rendered 
in the construction of the more difficult models for 
several pictures ; to Mr. Homer Wright , Manual Train- 
ing Department, Bonham High School and to Mr. 
R. P. Curry, Manual Training Department Honey 
Grove High School for special assistance in line work; 
and to many others of the author's pupils and former 
students, and to friends who have given valuable 
assistance and suggestions, the author hereby wishes 
to express his most grateful appreciation. 



Hugo J. P. Vitz 



SUGGESTIONS 

SUGGESTIONS 

I. Selection. The problems that reciuire the same 
tools and processes are grouped. This permits ^^elec- 
tion by the pupil (under the supervision of t he teacher, 
which selection furnishes motive as an incentive) 
without the sacrifice of class instruction. Class 
instruction can be successful only in so far as the pupils 
can be kept near the same level of progress and attain- 
ment. By having the problems grouped the instructor 
can suggest the selection of a more difficult problem 
to the more adept pupil wliile the slow pupil should Ije 
urged to select an easier problem in the group. 

A number of models having the .same utilit}' are 
designed to fit several groups and are so placed. To 
illustrate: In one group there will be found the foot 
stool and taboret. The pupil desires to make both, 
and yet has time to make only one piece in that group. 
Since the taboret, differing in design, may be found 
in a later group, the pupil selects the foot stool first. 



TO TEACHERS 5 

TO TEACHERS 

In this manner selection from among standard models 
is made possible. 

It is suggested that at the beginning of the course 
the pupils be requiretl to look over the problems listed 
and make a tentative selection of those that he prefers 
to make, selecting one as a first choice and another as 
second choice from each group. This gives the pupil 
a bird's-eye view of what he is expected to do in order 
to complete the course. It should be made clear that 
the construction of the models he has selected will 
depend upon his abiht}' to keep up with the class. 

To facilitate this .selection for beginning pupils, 
l)ictures of the models (the di-a wings of which follow) 
are shown preceding Groups I, II, III, and IV of 
Part I and Group I of Part II. The pictures thus 
grouped make it easier to make a selection. It helps 
the boy to visualize the piece he expects to make and 
the better to understand the working drawing. 



PROBLEMS IN ELEMENTARY WOODWORKING 



By permitting choice, liaving tools and processes 
grouped, the pupil not only learns the processes, but 
by observation, by contact, learns how the same 
principles and processes are applied in different ways 
and in pieces of different utility. This gives him a 
breadth of knowledge not obtained where either slight 
or no selection is permitted. 

Again where a pupil is far beyontl the rest of the 
class in the completion of liis model in that group he 
may be permitted to make another piece in the same 
group. This gives liim a different application of the 
processes involved and emphasizes the processes 
already given in his previous piece. His time is not 
wa.sted; his interest is maintained and yet he is kept 
in line of progress with the class as a whole. 

II. Design. The problems Hsted are suggestive. 
Initiative in design should be encouraged. When- 
ever the pupil wishes to make a model, the construction 
of wliich fulfills the conditions and requisites of the 
group, other things being equal, he should be permitted 
to do so. For this purpose cross-sectioned sheets are 



placed following the working drawings of each group. 
The pupil should first furnish a pencil sketch (free- 
hand mechanical tlrawing) with all dimensions satis- 
factory to the instructor. This should be carefully 
drawn in pencil on a cross-sectioned sheet, under the 
proper group, using a scale of one division, or two 
divisions, etc., to the inch, depending upon the size of 
the piece to be drawn. This should be checked by 
the instructor before actual work is begun. 

III. Notes. This btiok is primarily a course of 
problems logically graded. By experience and obser- 
vation the author has found that each teacher trains 
his pupils by methods with which he is most familiar. 
Each teacher has some "pet" methods of construction 
or presentation, etc. For this reason, to permit the 
insertion of notes given to the pupil in class a suitable 
note book should be prepared, permitting related 
material and information to be kept with each respec- 
tive group. 



SUGGESTIONS TO TEACHERS 



IV. Reading Working Drawings. The teaching to 
read working drawings should be a part of every course 
in manual training. In teaching the usual subjects, the 
aim is to go from the easy to the difficult. So, in pre- 
senting working drawings of the models, slightly more 
than half are shown with the grain of the wood repre- 
sented as well as some shading. Such a drawing, of 
course, is not a practical working drawing, but it 
leads there. This has a two-fold advantage. First, the 
pupil learns by example the direction in which the 
grain of the wood should run when laying out hi.s work. 
Second, he can the easier understand the worldng 
drawing. By ehminating some of the difficulties in the 
beginning, he readily learns to read drawings. Later 
these helps are omitted, bringing him into direct con- 
tact with standard, practical working drawings. His 
ability to read is thus brought about step by step. 

V. Exercises. Tlus textbook is divided into two 
parts. It will be noted that each part begins with the 
same exercises. The author has found that it jjays to 



start a class with a simple exercise either inaugurating 
the fundamental tools and processes, or as a quick 
review of these fundamentals when a new year's work 
is begun. If, however, sufficient time is allotted to shop 
work so that Pai'ts I and II can be completed in one 
year, then the exercise preceding Part II may be 
omitted. 



Part II introduces joints other than butt joints. It 
will be noted that each of these groups is preceded by 
an exercise of the joint used in that group. This 
e.xercise should be made by each pupil before he begins 
work on his model. In other words, beginning with 
Part II the course consists of first an exercise, then its 
application in a model, — another exercise and its 
appUcation, etc. By such a combination the draw- 
backs of the old Russian system are eliminated and yet 
the good points are retained. The pupil gets concen- 
trated tool processes without loss of interest. Many 
pupils can make the exercise in one shop period. 



8 



PROBLEMS IN ELEMENTARY WOODWORKING 



VI. Size of Pieces. The models given under the 
groups are relatively small. The construction of small 
pieces cuts down the cost of time and materials. Small 
pieces eliminate much planing and thus permit more 
time for other tools and processes, and "finish" which 
is the weak part of many courses in manual training. 

There are some processes, such as taking care of 
warping, fitting long pieces, use of jointer plane, fram- 



ing square, etc. which can be taught only in a practical 
way bj^ making large pieces. To make allowance for 
tliis, and as a special incentive to the pupil for good 
work and speed, the last part of each course (Group V 
in Parts I and II respectively) are devoted to the con- 
struction of a school project, or anything else the 
pupil is capable of making and wliich embodies any or 
all tools and processes that he has previously used. 



TABLE OF CONTENTS 

PART ONE PAGE 

Introduction 1 1 

Preliminary Exercise 12 

Group I — Simple Structure 13 

Index to Picture, Page 15 14 

Picture of Models 15 

Working Drawings 16 

Group II — Simple Structure 27 

Index to Picture, Page 29 28 

Picture of Models 29 

Working Drawings 30 

Group III — Board Structure — Fastening with Nails 39 

Index to Picture, Page 41 40 

Picture of Models 41 

Index to Pictures, Page 43 42 

Picture of Models, 43 

Working Drawings 44 

Group IV — Board Structure — Fastening with Screws 53 

Index to Picture, Page 55 54 

Picture of Models 55 

Index to Picture, Page 57 56 

Picture of Models 57 

Working Drawings 58 

Group V — Individual Design — Review 69 

9 



10 PROBLEMS IN ELEMENTARY WOODWORKING 

TABLE OF CONTENTS— CONTINUED 

PART TWO PAGE 

Introduction 73 

Preliminary Exercise 74 

Group I— Dado Joints 75 

Index to Picture, Page 77 76 

Picture of Models 77 

Index to Picture, Page 79 78 

Picture of Models 79 

Introductory Exercise 80 

Working Drawings 81 

Group II — Face Cross-Lap Joints 89 

Introductory Exercise 90 

Working Drawings 91 

Group III — Edge Cross-Lap and Doweled Edge Joints 99 

Introductory Exercises 100 

Working Drawings 101 

Group IV — Doweled Butt Joint 110 

Introductory Exercise Ill 

Working Drawings 112 

Group V — Individual Design — Review 117 

Notes on Finishing , 123 



Part One 



INTRODUCTION— GENERAL 



11 



INTRODUCTION 



(A preliininary exercise 

The usual practice in elementary manual training 
has been to omit all strictly exercise pieces. However, 
the author's experience has been that a preliminary 
exercise embracing the fundamental tools and proc- 
esses at the beginning of a course, while the interest is 
naturally fresh, is very helpful, insuring far better 
work than when it is omitted. In fact, the exercise 
here given has been used by the author with splendid 
results at the beginning of every year in every course 
in hand woodworking, whether the pupil had previous 
experience or not. To say the least, a good exercise is 
a splendid brief review of tools and processes which 
form the basis for all later work. 

The definitions of, names of parts, comments, etc., 
should be given of each tool or process as the pupil 
comes to it in the course of the construction of the 
exercise. Explanations telling the steps to be taken 
should be placed in some permanent form on the black- 
board or wall. 

A knife hne should be used where accuracy is es- 
sential. This is especially true where the line drawn 
represents the end that will fit against another piece 
as in joints. Since practice in making knife lines is 
essential to gaining skill in their use, it is recom- 
mended that the method taught in the exercise be 



executed by all pupils.) 

followed as far as possible throughout the course. For 
some work, as in the case of irregular shapes, curves, 
preliminary laj'out of joints, nothing but pencil lines 
should be used. 

Tools placed into the hands of the pupils in the 
beginning should be SHARP. Then the instructor 
should see to it that they are KEPT SHARP. The 
practice of using dull tools is a most devitalizing 
factor, against which the instructor should be forever 
on guard. 



NEW TOOLS AND PROCESSES 

Jack Plane Edge planing. 

Try Square Testing surfaces. 

Rule Measuring. 

Gage Setting and gaging. 

Try Square l^i • ^ t ^■ 

,- >Squarmg kniie Imes. 

Knife j ^ ^ 

Bench Hook Forholdingworkin cross cutting. 

. Back Saw Sawing to knife lines. 

, Back Saw Sawing to gage lines. 

PROBLEMS 
An Exercise 

(The broad faces and thickness are assumed true.) 



12 



PROBLEMS IN ELEMENTARY WOODWORKING 



Stock 



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PRELIMINARY LXERCISL 



Part One 



SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 



13 



GROUP I 

{The problem to be selected by the })upil under the guidance of the teacher.) 
SIMPLE STRUCTURES— Unjoined Pieces 

In this group, as in those that follow, the pupil is NEW TOOLS AND PROCESSES 

permitted to select one of the problems listed. Or GETTING OUT STOCK 

the pupil may be permitted to design a problem that i. Pencil iVlarkino- lines. 

will meet the requirements of the group. For such 2. Fr.-uviing Square .. Measuring and squaring lines. 

purpose cross-section paper has been added at the 3. Rule Pencil gaging. 

end of each group. 4. Hand Cross Cut 

^, _, , , , . ,.„ .,. .,, . Saw Cutting out stock across the 

ihe Problems havmg different utihty, will at times grain. 

vary slightly in minor processes, such as in fastening 5. Hand Rip Saw Cutting out stock with the 

hardware, etc. In such cases slight, special, individual grain, 

instruction will be necessary. 

THE PROBLEM 

The sizes of stock differ in the various problems. i. j^ck Plane Planing broad surfaces. 

For this reason pupils should learn how to get out 2. Block Plane End planing. 

their own stock. This may not be feasible when the 3. Brace and Auger 

class is first organized. In such case the instructor Bit Boring. 

should furnish the pieces cut out before class work 4. Pencil Gage Laying off chamber. 

has begun. Later, however, each pupil should be ^- Chamfering Planing obhque surfaces. 

taught to get out his own stock. This should be a ^- i^°°^« ^^^^^^ ' ' ■ Smoothing surfaces. 

nart of evprv conrsp ^- Sandpapering Use of sandpapering block. 

pait 01 every cour.^e. g Varnishing Brush finish,— two coats. 

Since this group only introduces the auger bit in FOURTEEN PROBLEMS 

a small way, a thorough representation should be 

made by tlie teacher as to the correct method of Spiral Pan Rack Ironing Stand 

boring,— how bits are numbered, etc. This, together ^^°°^^ Holder Match Scratch 

with the pupil's use of the bits of various sizes as they TtlTZ^f . Kitchen Order Pad 

. i / ,, u 11 ■ u- ii 1 1 Ihermometer Key Rack 

occur in future problems, should give him the needed Hat and Coat Rack Swing Board 

familiarity without special consideration in a group Flower Pot Bird House Spool Holder 

of boring problems. Ring Toss 



14 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE, PAGE 15 

No. Name of Pioce to be Made Working Drawing on Page 

1. Swing Board 19 

2. Hat and Coat Rack 17 

3. Spiral Pen Rack 22 

4. Hat and Coat Rack 18 

5. Broom Holder 22 

6. Thermometer 21 

7. Flower Pot Bird House 16 

8. Match Scratch 20 

9. Kitchen Order Pad 20 

10. Ring Toss 19 

11. Calendar 17 

12. Key Rack 18 

1.3. Spool Rack 16 

14. Ironing Stand 21 



Part One 



SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 



15 




16 



PROBT.EMg IN ELEMENTARY WOODWORKING 



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Part One 



SIMPLE STRUCTURES— STRAIGHT LINES— CxROUP I 




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Co^/ Pa^M -^e/SOC ~ S/rrrrno^j //^tW. Co. ^/ lo^,s, Mo. 

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1919 



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18 



PROBLEMS IN ELEMENTARY WOODWORKING 



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Part One 



SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 



19 




RING TOSS- 



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PROBLEMS IN ELEMENTRAY WDOD WORKING 



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Part One 



SIMPLE STRUCTURES— STRAIGHT LINES— GIWUP I 



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22 



PROBLEMS IN ELEMENTRAY WOODWORKING 




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K/MRTON HAU^T S- CO., A/c^Kfk. 



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BROOM HOLDER 



Part Onk 



SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 



23 







PROBLEMS IN ELEMENTARY WOODWORKING 



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Part One SIMPLE STRUCTURES— STRAIGHT LINES— GROUP I 



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20 



PROBLEMS IN ELEMENTARY WOODWORKING 



Part One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



27 



GROUP II 

(The problem to be seleckd by the pupil under the guidance of the teacher.) 
SIMPLE STRUCTURES— Unjoined Pieces 



The eclipse should be laid off on a piece of stiff 
paper (full size), — then trimmed to pencil line, and 
then used as a pattern. By using a pattern, instead 
of laying off directly upon the wood, nail holes will 
be avoided in the. finished piece. The string method 
is suggested, — it makes a natural appeal to the pupil. 

The draw-knife may not be needed in all problems, 
yet, because it is used somewhat like a spokeshave 
except for rougher work, a thorough discussion and 
demonstration should be made. 

In using the turning (or coping) saw, one should 
saw to a pencil line and not through it. Such sawing 
will avoid irregularities and consequently much 
smoothing. 

The file is a scraping tool, not a cutting tool. It 
should be used only in smoothing round corners and 
irregularly shaped edges and never to make one piece 
fit against another. If used carefully, it will be 
satisfactory in finishing the edges of curves before 
sandpaper is applied. 




THE ELLIPSE DRAWN BY THE STRING METHOD 

1. Draw center lines at right angles to each other, 

2. Lay off major and minor axes AB and CD, 

3. With C as a center and radius OB, draw arc cutting 

the major axis at E and F, 

4. Drive small nails at E, F, and C, and tie string 

as shown, 

5. Replace nail C with pencil and move as shown by 

dotted line. 

NEW TOOLS AND PROCESSES 

1 . Ellipse Using the string method. 

2. Compass For locating nail positions. 

(Foci of the ellipses.) 

3. Pattern Outhning form on stock with pencil. 

4. Turning Saw . . Or coping saw — sawing to curved 

lines. 

5. Draw-Knife. . .Removing the rougher and larger 

portions. 

6. Spokeshave. . . . For cutting smoothly to middle of 

pencil line. 

7. Wood-File For "touching up" curly places 

just before sandpaper is applied 

for surface finish. 
Note: — Use same finish as that used for Group I, 
namely Brush finish — two coats. 

TEN PROBLEMS 
Sling Shot Coat Hanger 

Table Mat Horn and Hook Rack 

Broom Holder Canoe Paddle 

Bread Board Bow and Arrow 

Sleeve Board Towel Rack 



28 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE, PAGE 29 

No. Name of Pieop to be Made Working Drawing on Page 

1. Canoe Paddle 32 

2. Pressing Boa:\l 34 

3. Bow and Arrow 30 

4. Broom Holder 33 

5. Coat Hanger 34 

6. Towel Holder 31 

7. Horn and Hook Holder 32 

8. Elliptical Table Mat 31 

9. Fork for Sling Shot 30 

10. Bread Board 33 



Part One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



29 



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PROBLEMS IN ELEMENTARY WOODWORKING 



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BOW 8r ARROW- 



Part One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



31 




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32 



PROBLEMS IN ELEMENTARY WOODWORKING 




T 

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HORN 8r HOOK HOLDER- 



Pakt One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



33 



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34 



PROBLEMS IN ELEMENTARY WOODWORKING 



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PRESSING BOARD- 







Part One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



35 



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36 



PROBLEMS IN ELEMENTARY WOODWORKING 






Part One 



SIMPLE STRUCTURES— CURVED LINES— GROUP II 



37 



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38 



PROBLEMS IN ELEMENTARY WOODWORKING 



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IIIZIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII-IIIIIIIIIIIIIIIIIIII---------------------------------------------- 



Part One 



BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



39 



GROUP III 

(The problem to be selected by the pupil under the guidance of the teacher.) 
BOARD STRUCTURES— Butt Joints (Fastening with Nails) 

Particular attention should be given to marking portance, considerable care should be taken in the 

knife hnes at an angle with the edge using the T-bevel. beginning, when habits of neatness, when pride in 

Special precautions should be taken when slanting good workmanship, pride in the beautiful, is most 

lines are drawn on opposite faces of a piece, that the easily molded in the life of the child, 
face of the T-bevel is placed upon the same edge. The pupil should be shown how putty should be 

otherwise the slant will not be in the same direction applied to nail holes. If the work is stained, how 

and the work will be ruined. the putty should be colored with dry colors to match 

It is important that the pupil learns the correct the stain. Colored putty should be applied to nail 

principle of spacing nails in regard to grain, how nails holes after the work has been stained, 
should be driven and how withdrawn, etc. 

Heretofore, the suggestion for finish has been NEW TOOLS AND PROCESSES 

merely to give two (2) coats of flat varnish, — just a 1. T-Bevel Laj'ing off at an angle. 

brush finish. The color has been left "natural." 2. Nails Kinds, uses, and sizes. 

In this group, it is suggested that a lesson be given 3. Hammer Nailing, principles as to grain, 

in finishing. Each pupil should be given a small angle, etc. 

piece, say %" x 2" x 8", which he should smooth plane, 4. Nail Set The setting of nail heads. 

sandpaper, dust off with a cloth, stain, fill with one 5. Putty Filling nail holes. 

coat of natural hquid woodfiller (Sherwin-Williams 6. Stain Preparation and application. 

is good), sandpaper with No. sandpaper, give two 7. Filler Application of light liquid wood- 
coats of quick-drjdng varnish, permitting at least 24 filler, 
hours between coats. Let this be a "Brush Finish." Note: — For further information in regard to 

An exercise piece as suggested, will result in a finish see notes on Finish, page 123. 
beautiful finish, and prove to the pupil that the piece 

will look one hundred percent better when proper TWELVE PROBLEMS 

care is taken than when it is just "slapped on". Mail Box Mitre Box 

One of the greatest criticisms of the work of young Marble Box Boy's Cart 

teachers and in which respect the majority "fall down", Clothes Pin Holder Clothes Pin Winder 

is in regard to the finish. No matter how well the Nail Box Shoe Polishing Box 

work has been done, how accurate every point may fit, Knife, Fork, and Kitchen Stool 

a poor job in the finish will spoil the piece of many Spoon-Tray Foot Stool 

hours of labor. Since the finish is of such vital im- Bird House 



40 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURES ON PAGE 41 

No. Name of Piece to be Made \\'orkiiij^ Drawing on Page 

1. Clothes Pin Holder 44 

2. Knife, Fork and Spoon Tray 47 

3. Bird House 49 

4. Mail Box 48 

3. Nail Box 48 

6. Marble Box 44 



Pabt One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



41 




42 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE, PAGE 43 

No. Name of Piece to be Made Working Drawing on Page 

1. Miter Box 49 

2. Boy's Cart 46 

3. Clothes Pin Holder 45 

4. Shine Box 47 

5. Kitchen Stool 46 

6. Foot Stool ' 45 



Part One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



43 




44 



PROBLEMS IN ELEMENTARY WOODWORKING 



■i .^fvtv f/ook~ 




- bore hoJe hswno «» cJ^ Cifu&/ /o c//a of irvofT> hane//a 




CLOTHES PIN HOLDER 




^—b/oc^ nai/eJ /o fop Orj/y- 



m^ 



^ 



^ 



S""? 



•marble: box- 



Part One 



BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



45 



-S" bar sash //'/y for handip 




o 

o 

r 








46 



PROBLEMS IN ELEMENTARY WOODWORKING 



ii32 




k3-- 



Whoever may ba fh^ s/js 
of fh£- wheel used, p/^cs f^ 
back of fhe ^hfff/fMs/ /s I'/ie 
/'rej 'r, hne yv/lh fhe back of 



BOYa CART 



Part One 



BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



47 




7v 

Z 

n 
3 

D 

S 

o 

z 

H 

i 




48 



PROBLEMS IN ELEMENTARY WOODWORKING 



Z 
P 

r 







GO 
O 
X 




Part One 



BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



49 



2 

H 
D 

n 




k=s^ 



O 

I 
O 

c 

Oi 




50 



PROBLEMS IN ELEMENTARY WOODWORKING 



::::::::;:::::::: :::::E:: ::::::::: 
:::r:i::::i::::i::ii;:ii:::i;::::; 



Part One BOARD STRUCTURES— FASTENING WITH NAILS— GROUP III 



51 



:::::::::::::::::::::::::::::::::::::::: :r::::::::i::::: :::::::: :::::::::::::::::::::::::::::::: ::::::: 



PROBLEMS IN ELEMENTARY WOODWORKING 



iiiii"iiiii~i"iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim-i-i - --- 



Part One 



BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



53 



GROUP IV 

{The problem to be designed by the pupil under the direction of the teacher.) 

BOARD STRUCTURES— Butt Joint (Fastening with Screws) 

Particular attention should be given to the method That is, pumice is mixed with the oil to make a paste, 

of boring with gimlets in preparing holes for screws. which is applied hghtly over the surface. When this 

The hole in the piece to be fastened, should be of such has been removed with an oily rag so that all pumice 

size as to permit the screw to slip through snugly, yet has been removed, the entire surface is gone over and 

easily. In other words the hole should have the same polished with lubricating oil alone. This gives an ex- 

diameter as the shank of the screw. The hole in the piece cellent smooth velvety finish, smooth and hard and 

to which above is to be fastened should have a diameter most pleasant to the touch. Pupils who have once put 

equal to the diameter of the body of the screw at the on a finish like this will never be satisfied with anything 

root of the threads. The classification and sizes of less, 

screws should receive attention at tins thne. ^^^ ^^^^^ ^^^ PROCESSES 

All the famsh given thus tar has been a Brush , ^ tt i i i i 

Finish. At this place it is .suggested that a finer finish l' Gimlets How numbered and used. 

be inaugurated, namely a "rubbed" finish. 2. Screws^. The method of fastening. 

. . ,, J. . r X 1 1 11 3. Screw Driver. ... ihe proper shape of bit and how 

As in the preceding group, a piece of stock should A ^^^ j^ ^ 

be furnishe^ the pupil. The steps mentioned are the 4 g^j,^^ Wool Used after each of first two coats. 

same as before with the following exceptions : 5 p^j^^ g^o^,^ Used with lubricating oil on third 

1. Three coats of varnish should"'^be given instead coat of vai'nish. 

of two. Harrison's Floor Varnish, wliich is dust proof 6. Lubricating Oil . . Used as the final finish. 

in four hours, heel proof and waterproof, is an excellent 7. Countersink Note that although this will not 

varnish, especially in shops where it is difficult to keep be used in all problems, yet 

away from the dust. its use and purpose should be 

2. The first two coats, after drying hard in from 12 ^""y explained and demon- 
to 24 hours, are each smoothed down with No. 00 steel strated. 

wool, and then the dust and small particles removed FOURTEEN PROBLEMS 

with a sUghtly dampened cloth before the next coat is 4 Taborets 1 Umbrella Stand 

^PP^^^- . 2 Foot Stools 1 Wall Shelf 

3. The third and last coat is first rubbed down to 2 Magazine Racks 1 Envelope Holder 
a smooth surface with pumice stone and lubricating oil. 2 Book Troughs 1 Broom Holder 



54 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE, PAGE 55 

No. Name of Piece to be Made A\orking Drawing on Page 

1. Table Magazine Rack 60 

2. Wall Book Shelf 63 

3. Envelope Holder 61 

4. Book Rack 59 

5. Foot Stool 61 

6. Broom Holder 62 

7. Foot Stool 60 



Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 55 




56 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE ON PAGE 57 

No. Name of Piece to b<' Made Working Drawing on Page 

1. Book Trough 63 

2. Umbrella Stand 58 

3. Table Magazine Rack 59 

4. Taboret 62 

5. Taboret 64 

6. Taboret 64 

7. Taboret 58 



Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



57 




58 



PROBLEMS IN ELEMENTARY WOODWORKING 




FRONT yiEW 



\^ BOTTOM VIEW 



-TABORET- 




— UMBREILLA STAND- 



Part One 



BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



59 




60 



PROBLEMS IN ELEMENTARY WOODWORKING 




-TABLE MAG-AZINE RACK- 




FOOT STOOL- 



Past One 



BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



61 




ENVELOPE HOLDER 



"a >-'.' jc/-d>*v-/ 




FOOT 5T00L- 



62 



PROBLEMS IN ELEMENTARY WOODWORKING 



-/o f&9^ heac/^crew ^ ' 




BROOM HOLDER- 




— ^TABORET- 



Part One 



BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



63 




■WALL BOOK SHELF- 




MJ \?^ 




•BOOK TEOUG-H- 



fi4 



PROBLEMS IN ELEMENTARY WOODWORKING 




Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



65 



:::::::::::::::::::::::::::::::::i::::::::z::::^ 
::::::::: ::::::i:::i::::: :::::::::::::::: ::i::::: ::=;;:=: :::::::::±::=:: :===:==:=:=:::== ======= 



66 



PROBLEMS IN ELEMENTARY WOODWORKING 






Part One BOARD STRUCTURES— FASTENING WITH SCREWS— GROUP IV 



67 



:i::::i: :::::::: ::::::i: :::::;:: :::::i:: :=::::::::=:::::::::::::::;:::::::::::::::::;::::::::::: ;:::::: 
:r::::i: :::::":" :i::::i" :::::::" :::::::::::::::: ^ 

=ffiSffl 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 H 



68 



PROBLEMS IN ELEMENTARY WOODWORKING 



Part One 



BOARD STRUCTURES— GENERAL APPLICATIONS— GROUP V 



69 



GROUP V 

{The problem to be designed by the pupil under the direction of (he teacher.) 
BOARD STRUCTURES— General Applications and Review of Part I 



The course with regard to tools and tool processes 
in Part One really closes with Group IV. The work 
through Group IV must be completed by the pupil in 
order to pass the subject. This is the minimum re- 
quirement. Group V has been added to take care of 
the exceptional pupils as well as to permit the construc- 
tion of one special piece which may or may not fit any 
previous group. However, the design must not include 
tools which have not been previously treated in any of 
the groups. Again, the problem may be a community 
or school piece, something to be used either in the 
school building itself or somewhere in the communitj-. 
Part V may be held out to the pupil as a special 
incentive, — a reward for good work. It may be con- 
sidered the "rounding out" group, the group for gather- 
ing "loose ends" of the course and where applications 
may be more general than that permitted in the special 
groups. 

This group will require more individual instruction. 
During the time devoted to this group, the instructor 
should review the tools and processes covered by Part 



One, assign questions for review, and in general shape 
instruction with a general examination of Part One in 
view. It is during this time that false impressions of 
tool processes, etc., which may have persisted, should 
be finally corrected. 

NEW TOOLS AND PROCESSES 

No new tools should be used here. However, there 
may be slight deviations permissible in tool processes 
where the pupil has shown marked abilitj-. 

PROBLEMS 

List here the problem to be designed by the pupil, tutjelher tcith 
the page number of the cross-seclioned sheet on irhich he will hare 
finally drawn the piece he expects to make. 



PROBLEMS IN ELEMENTARY WOODWORKING 



:::::::: ::::i::::i::::i: :::::::::::::::::::::::: ^ 
ii:::::: :::::::: :i;:::E; :::::::::::::::: ::::::::;: 



Part One BOARD STRUCTURES— GENERAL APPLICATIONS— GROUP V 71 



PROBLEMS IN ELEMENTARY WOODWORKING 



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Part Two INTRODUCTION— GENERAL * 73 

INTRODUCTION 

ELEMENTARY JOINERY 

The problems in Part One consisted of Simple and Two may both be given during the same school year, 

Board structures, there being no other but plain butt the exercise may be omitted if necessary. If possible 

joints. In Part Two, the pieces that fit together are it should be given. 

especially shaped. There are many different kinds of A quick review and demonstration by the teacher 

joints which may be placed or grouped in about before his class with these fundamental tools will do 

eight classes. In Part Two, three different types of much to gather the loo^e ends wlrich the pupils may 

joints are used, namely, Lap-Joints, Doweled Edge have forgotten. 

Joints, and Doweled Butt Joints. The other classes of 

jomts are left for advanced woodworking, involving REVIEW OF FUNDAMENTAL TOOLS AND 

more difficult tool processes. So in Part Two the models 

constructed involve only the use of the simpler ele- 1- T"e Plane. . .Manipulation and adjustment. 

mentary joints mentioned above. 2. Try Square. . . Its applications and use. 

„. ,, ... , , , , 3. Rule Measuring using a common starting 

Smce the success of jomery depends largely upon 

the skill with which the joints are laid out, cut and , ^, „ ^^. , • i ^■ 

'' 4. CjAGE Settmg and manipulation. 

shaped by the fundamental tools, — the same intro- ^ t- /~i ^ u • i r i 

. . . o. Knife Correct sharpening and u.se tor inark- 

ductory exercise is here inserted, preceding the regular ^ 

work of the group. Tliis is especially necessary where q ^^^^^ Hook. . Holding work for cross-cutting. 

no work has been done for some time such as at the 7 -g^^^ g^^, . Sawing to knife hnes. (Cross-cutting.) 

beginning of school, after several months' vacation. g_ ^^^^ Saw. . . .Sawing to gage lines. (Rip-sawing.) 

The exercise given involving the fundamental tools 

will not take long and yet gives the pupil a quick con- ONE PROBLEM 

centrated review of fundamentals. If, however, enough AN EXERCISE— See Page 74 

time is given to shop work so that Part One and Part This exercise to be executed by all pupils. 



74 



PROBLEMS IN ELEMENTARY WOODWORKING 



Posiho/7 u/he/7 Gaw/rrtf /o 
fhe r/f^/ of a //he. 




I a STEP 



Assume toorkirxi face <ir?c^ rtJarif I 



sa 5T^P 



gta 5TEP 



etb Ste:p 

tfeou/re len^fh 




5t2 5TF.P 

Goqe widfh of 2 from worhnq eJ^e. 
qacfinq 0/7 bofh bro(3(f ,5urt^c0S. 



y^ STELP 
* Measure -fo /fie cer/erf^^f'^om^J^^ijuon 

■'A^.vM f<nife line arcufid fhe sfoch. 

~ ~ haff of ^ ■ ' " ^ ' A^ 



4.t>; 5TLP 



E.\^ry ^i frorT7 Jpf e/Tc/ d.orfd 'h midJIe 



f^easure £^ ' frorT? /eff ^w' > " $c 
x5<fUe7nff hmfe /ir2e f? 'afrt^f?^ ffie s^acJi 



Saui & ciCCepfGbfe blocks fivm 

riijhi end "p " ar2d J?ond to 

in^fructor for jftypccfton 



Cc^/ off /eft cf7d Loasfe 
fco(/'/ff one-ha/f of fi '. 




LA5T ST^P 

Saa^ from e/f</ A /o //ne P'\ /o 
fii^hf or /eff of qa<ye ///?es as 
if?cf/cafed m fhe s/top drow/rd^ obo^e. 



ua^B //r7e3 -^ <^flprf 0/7 brood 
i£tC0& frorT} nne: D' across th& 
0/7d and back /a 'D' on boch face. 



PRELIMINARY LXEIRCISL' 



Part Two 



BOARD STRUCTURES— DADO JOINT— GROUP I 



75 



GROUP I 

{The prohlem to be selected by the pupil under the guidance of the teacher.) 
BOARD STRUCTURES— Dado Joint (Fastening with Glue) 



i^?;m^m 



-fry ^^Lf3r^ 



In laying off the dado, special care must be taken 
to make good knife lines across the surface (working 
face). 1'1h-i' sIkhiM lie extended on both edges with a 

sharp pencil line. The 
■^^^^ depth of the dado 
Lch.s^/ should then be gaged 
between these pencil 
lines. Then mark knife 
lines right over the 
^ Ijencil lines but only 
as far as the gage 
line, thus completing 
the knife line for the 
whole dado joint. By 
using this method, im- 
necessary knife hues 
on exposed surfaces 
will be avoided. The 
^'^^■^■ pupil should be care- 

ful to saw to the waste side of the line so that the dado 
will not be larger than that laid off in the beginning. 

In chiseling this joint, the flat side of the chisel 
should be do\\n. The dado should be chiseled from the 
outside toward the middle, as shown in the section in 
Fig. 1, and then finished to the gage line as shown in 
Fig. 2. 

In order to be certain that the dado has been 
cleaned out in a straight line to the correct depth all 
the way through, the blade of the try scjuare should 
be placed in the dado as shown in Fig. 3. After the 



pupil's judgment has been better developed, he may 
just use the edge of the chisel as a straight edge for 
this testing. Again it is permissible to make the part 
between the ends of the dado very sHghtly deeper 
(1 /128th of an inch) which will insure that the joint at 
the edge will make a perfect fit when pressed together 
either with clamps or by the pull of the screws or nails 
used in fastening. 

In addition to the glue, it is recommended that as 
a rule either screws or nails be used for fastening. In 
some types of construction glue alone will be satisfac- 
tory. In the latter case the parts should be kept under 
pressure of clamps for 24 hours. 

Since both screws and nails are used in this group 
a review is recommended. A review of the use of the 
countersink should also be given. 

NEW TOOLS AND PROCESSES 

1. Dado Joint. . . Classified as a modified half-lap joint. 

2. Chisel Cliiseling across grain to gage line. 

3. Glue On Dado before fastening with screws. 

TEN PROBLEMS 

Watch and Key Rack Neck Tie Rack 

Book Rack Tooth Brush Rack 

Book and Desk Rack Gun Rack 

Child's Stool Wall Paper Rack 

Flower Box Slipper Box 



70 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE ON PAGE 77 

No. Xame of Piece to \>o Ma<'.o Working Drawinf": in Page 

1. Rook and Desk Rack 83 

2. Watch and Key Rack ,81 

.3. Paper Rack 84 

■1. Book Rack 84 

5. Tooth Brush Holder ■ 81 

G. Necktie Rack : 82 



Pabt Two BOARD STRUCTURES— DADO JOINT— GROUP I 



77 




78 PROBLEMS IN ELEMENTARY WOODWORKING 



INDEX TO PICTURE ON PACE 79 

No. Name of Piece to lie Made ^A'orking Drawing on Page 

1. Gun Rack 85 

. 2. Slipper Box 85 

3. Child's Stool 83 

4. Flower Box 82 



Part Two 



BOARD STRUCTURES— DADO JOINT— GROUP I 



79 




80 



PROBLEMS IN ELEMENTARY WOODWORKING 



Bore and Cet^n/ar^/hk /or * S F H. Screws 



L^. 



-fln.,h^Jp,^ce-3^' 



\ 1 




CUT- READY TO FIT 

((?/uf ar,d /oj/i^ .v,//, "te F.H. screws—/^') 



PETAIU5- ONE WANTED 



NOT^ ■ — A6 .sane^per shoukf he 
as^ on /h/s exerctse. The pieces 
shouy be /ef/ j^s/ as shape<^ »v,7/> 
the Cij^tnq iods.. 



PRELIMINARY ELXELRCISEl- DaDO Joint 



Part Two 



BOARD STRUCTURES— DADO JOINT— GROUP I 



81 



-^'-i x ^"c/oyve/ 



0) 
D 

C 

I 

D 
7J 




£— **(? ^// <5c'i-»»»-/7 cfoatx*/ ^' ^^vfn et^^ 



I 

o 

I 







82 



PROBLEMS IN ELEMENTARY WOODWORKING 




FLOWER BOX 




necktie: rack- 



Part Two 



BOARD STRUCTURES— DADO JOINT— GROUP I 



83 



o 

z 

r 

Q 
O 

r 




CD 
O 
O 

»> 
O 

n 
o> 
:^ 

o 




84 



PROBLEMS IN ELEMENTARY WOODWORKING 



-4SE 




PAPER RACK- 




BOOK FRACK 



Part Two 



BOARD STRUCTURES— DADO JOINT— GROUP I 



85 




GUN RACK- 



r^ 



—7-^ 



o • ' o; - : o ■ Q , ■<'o_ o o o; ,o 




. op^o/j/er/rjq ^ 




-SLIPPER BOX- 



so 



PROBLEMS IN ELEMENTARY WOODWORKING 



q- """"::"::"!":■::""""::" 












































































































































;:.:::;;;:::.;;;;:;:::.:::::;;;;;;;;;;;:„:;;. ;±;:;;;:; ;:.;;;;;;;:;::;: :::;;;xi;;;. :;:::;:::: :;::::: 



Part Two BOARD STRUCTURES— DADO JOINT— GROUP I 



87 



88 



PROBLEMS IN ELEMENTARY WOODWORKING 






Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 



89 



GROUP II 

(The problem to be selected by the pupil under the guidmice of the teacher.) 
BOARD AND FRAME STRUCTURES— Face Cross-Lap Joint 



The difference between a face cross-lap joint and an 
edge cross-lap joint is mainly in the difference in the 
proportions of the joint. The face cross-lap means a 
greater width for chi.-reling, a less depth for sawing, 
while the edge cross-lap is just the reverse. The 
general principles however are the same, though the 
face cross-lap is usually a little more difficult for 
beginners than the edge cross-lap. For this reason the 
edge cross-lap joint has been placed with the doweled 
edge joint in the next group. 

If the student has learned the fimdunientals of the 
last group, the dado joint group, then he ought to 
master the face cross-lap very easily. The difference 
between the face cross-lap and the dado joint is that in 
the dado only one of the pieces is sawed and chiseled, 
while in the face cross-lap both pieces to be joined are 
chiseled. Again the face cross-lap is wider and more 
difficult to chisel than the dado which is narrower. 

The instructor should see that the fundamental 
principles illustrated in the last group are re-emphasized 
under the slightly changed conditions. 

Various methods of fastening face cross-laps are 
used. Glue, brads, flat head screws, corrugated fasten- 
ers are used, but special precaution should be taken 
that the brads, screws and fasteners are driven in on 



the unexposed surfaces only. Glue alone is often entirely 
satisfactory if properly heated and applied, though a 
better job is done when a metal fastener is used in 
addition to the glue. 

The importance of accuracy in making knife lines, 
the correct sawing to such lines, should 1)C particularly 
emphasized. 

NEW TOOLS AND PROCESSES 

Face Cross-Lap Joint. . . .The usual half-lap joint. 

Chisel Chiseling over a larger sur- 
face running with the 
grain. 

Note: — In chiseling a piece with an oblique grain, 
the chisel should be started so that a possible split 
would come in the waste portion of the joint. 

TEN PROBLEMS 



An Exercise . . . 


. Page 90 


Hall Hat Rack.. Page 94 


Spool Rack ... 


. " 91 


Fruit Basket ... " 95 


Taboret 


. " 91 


Hall Tree " 95 


Hat and Coat 




Plant Stand .... " 96 


Rack 


. " 92 


Picture Frame . . " 96 


Book Rack 


, " 92 


Aero-Plane 


Wind Mill 


" 93 


Wind Mill. ... " 97 


Flower Stand .' . 


. " 94 





90 



PROBLEMS IN ELEMENTARY WOODWORKING 



- f'msh&J picCG y^ - 



11 



- finishet^ p/ec€ — 7"^" 







DE.TAIL-5 - ONE WANTED 



CUT- READY TO FIT 

(G-Zue. and fasten wiZh g'Sr^Js) 

Note - At sar^^p^r ^ho^y bo ^amy cr, fh,s 

e^'e'^C'sc . "TTt^ pieces ^/te^iiy Se /e/"/ jiw3-f aa 
^Mspea ^i^h Zhe cui'Z/rj^ ^00/3. 



PREILIMINARY LXELRCISL-Face CrosS-LAP JOINT- 



Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 



91 



-Crcis-Lap Jomi-/a^/fsrt 
w///t ok/e, an€i S" briefs 





■SPOOl- RACK- 




■TABORET 



92 



PROBLEMS IN ELEMENTARY WOODWORKING 



rr; 





//o.*^ 3^- O/c/ Cooper ^oak-Cs/. 7. - 3r^ir>srrJ 



- ho/C/sp, ^/c/a<s/, snc/ ^3//e^ ffom f^r bsck- 




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BOOK RACK 



Ha//Lap^-)/lued 



Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 



93 




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Part Two BOARD AND FRAME STRUCTURES— FACE CROSS— LAP JOINTS— GROUP II 



97 




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:::::;:::::::::: ::::;::::::::::: ::::::;:: 



Part Two BOARD ANDFRAMESTRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 



99 



GROUP III 

(The problem, to be selected by the pupil under the guidance of the teacher.) 
BOARD AND FRAME STRUCTURES— Edge Cross-Lap and Doweled Edge Joint 



The difference between the Edge and the Face 
Cross-lap joints, as well as their similarity should be 
again pointed out to the pupil as explained in the 
previous group. 

Edge Cross-Lap joints are usually fastened with 
glue alone. Sometimes where a good joint has been 
made no fastener is used though this is not advisable. 
Good, fresh, hot glue should always be used. 

In discussing the dowel edge joint, the instructor 
should point out the principle in design of such a joint. 
Each dowel should support the same amount of the 
edge joint. For example, if two dowels are used in an 
edge joint 9" long, then each dowel should support 
43^" of the edge. In other words each dowel should 
be 2J4" from their respective end, which places them 
in the middle of their portion of -i}//- Again if three 
dowels are used in an edge joint of 24", then in order 
that each supports its share of the joint, the dowels 
should be respectively 6" apart, while the outside dowels 
are 3" away from their respective end. An examination 
of the drawings in this group that show the position of 
the dowels will illustrate tliis point. 

A dowel joint well made is strong. If poorly made, 
it is worse than if the edges of the laoards were simply 
glued together. The hole bored should always be deeper 
— from ^" to }/s" — than one half of the dowel used. 
If the hole is made exactly the length of the half dowel, 
then when slu-inkage takes place in the board, while no 
shrinkage takes place in the dowel along the length of 



its grain, the dowel will force the edge apart. This 
should be well emphasized. 

Again in gaging the middle of the edge, for the 
position of the dowel, care should be taken that the 
gaging is done from the sides that will lie in the same 
plane when the piece has been glued together. Tliis 
gaging, together with the cross lines, should be done 
while the pieces are clamped in the vise, edges side by 
side, and the working faces to the outside. 

NEW TOOLS AND PROCESSES 

Boring for Dowels. .Getting the holes perpendicular 

and in line. 

Bit Gage Getting a uniform depth. 

Dowels Having groove on the sides for 

the escape of surplus glue. 

Hand Screws Clamping small pieces. 

Steel Clamps Drawing up and clamping edge 

joints. 

TEN PROBLEMS 

An Exercise . . . Page 100 Foot Stool Page 104 

Taborets " 101 Umbrella 

Plant Stand. . . " 102 Stand " 104 

Book Rack " 102 Dish Drain 

Taboret " 103 and Drier. . . " 105 

Writing Plant Stand ... " 105 

Stand " 103 



100 



PROBLEMS IN ELEMENTARY WOODWORKING 



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noWFl Fn F DOF JOINT 



PRELIMINARY EXELRCISELO 



Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 



101 







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102 



PROBLEMS IN ELEMENTARY WOODWORKING 




PLANT STAND 




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BOOK RACK- 



Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 



103 



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104 



PROBLEMS IN ELEMENTARY WOODWORKING 




NOTE.:- This j/oo/ rr-,ay be <^fi/>oi>/ere^ 'yokstrei/. 

FOOT STOOL 




—UMBRELLA STAND— 



Part Two BOARD AND FRAME STRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 



105 




DISH DRAIN 8r DRIER 




PLANT STAND — 



106 



PROBLEMS IN ELEMENTARY WOODWORKING 






Part Two BOARD ANDFRAMESTRUCTURES— EDGE CROSS— LAP JOINTS— GROUP III 107 






lOS 



PROBLEMS IN ELEMENTARY WOODWORKING 



;;;;;;;;;;;;;;;;;;;;;;; I'CI----I --- 

:::i::::: :::::::::::::::::::::::::::::::::::::::: ::i:::: 



Part Two FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 109 

GROUP IV 

(The problem to be selected by the pupil under the guidance of the teacher.) 
FRAME STRUCTURES— Doweled Butt Joint 
It is very important in this group that the butt furniture is always made with mortise and tenon joints. 



joints are carefully laid out and the pieces cut square. 
Care must be exercised in the layout of the centers 
for the dowels as well as in the boring of the holes. 

The instructor should review the principles of 
doweling an edge joint, since edge joints again have 
a prominent part in this group. Also the principles 
for determining the depth of the holes to be bored 
and the use of the bit gage. 

The use of steel clamps, the squaring of the work 
when gluing, should again receive prominent mention. 

It should be pointed out that a dowel joint, though 
a good joint where the work is well done, is not as 
good as what is known as the mortise and tenon joint, 
which they will get in their advanced work. That as 
far as outward appearances is concerned, one can not 
tell if the joint is doweled or mortised. That the best 



That doweled joints should rarely be used for large 
pieces, especially where there is considerable strain. 

NEW TOOLS AND PROCESSES 

Doweled Butt Joint Layout, Boring, Gluing. 

Steel Clamps Clamping pieces square. 

Mitre Box Cutting butts. 



An Exercise 

Taboret 

Foot Stool . . 
Dutch Plant 

Stand 

Jardiniere. . . 
Umbrella 

Stand 



TEN PROBLEMS 

Page 110 Waste Basket. . Page 113 



111 


Book Trough.. . 


" 114 


111 


Magazine 






Rack 


•• 114 


112 


Sewing Table. . 


" 115 


112 


Shine Box 


■' 115 



113 



110 



PROBLEMS IN ELEMENTARY WOODWORKING 



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FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 



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FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 



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Part Two FRAME STRUCTURES— DOWELED BUTT JOINT— GROUP IV 



117 



'_"_"-■"""_------_----_--------""--■ 



118 



PROBLEMS IN ELEMENTARY WOODWORKING 



Part Two BOARD AND FRAME STRUCTURES— GENERAL APPLICATIONS— GROUP V 

GROUP V 

{The problem to be selected by the pupil under the guidance of the teacher.) 
BOARD AND FRAME STRUCTURES— General Applications and Review of Part II 



119 



Just as in Part One,— Group V of Part Two gives 
opportunity for selection of everytliing that has gone 
before, the opportunity for design and execution of 
problems that may take in different combinations of 
tools and processes than those listed in the groups, 
opportunity for re'V'iew of tools and processes and the 
gathering of loose ends, the correction of false impres- 
sions and executions that may have persisted. 

Just as in the review of Part One, the instructor 
should devote a few minutes daily to the review of 
tools and processes covered in Part Two, being careful 
that none are omitted. It has been found very 
helpful to furnish the pupils with a set of questions, 
say from 50 to 100, which cover the entire work of the 
course. Having something definite to work toward, 
the pupils show greater interest in preparation for the 
general examination that is to follow. In fact, the 
better plan would be to give sets of questions for each 
group of problems as the work progresses. If this is 
done the general review of the Part will be much easier. 
An additional advantage in giving sets of questions 



is that it helps the teacher to know that the vital parts 
of his instruction are not omitted. It is well for the 
teacher to check questions and topics he has taken 
up with the class. It is self evident that the pupil 
should not be tested on work which has not been 
presented in the recitation or demonstration. 

NEW TOOLS AND PROCESSES 

As a general rule, no new tools should be permitted 
here. At least no new tools or processes should be 
here presented to the class as a whole. However, 
where a pupil has shown marked ability and consist- 
ency in his work throughout, individual instruction 
in modified joints, processes, etc.. would be permissible. 

PROBLEMS 

The problems to be designed should be listed here 
together with the page number of cross section sheet 
on which it is to be drawn. The size and type of 
problem to be constructed ought to depend entirely 
upon the time available, and the proficiency the pupil 
has shown in his previous work. 



120 



PROBLEMS IN ELEMENTARY WOODWORKING 



Part Two BOARD AND FRAME STRUCTURES— GENERAL APPLICATIONS— GROUP V 121 






122 



PROBLEMS IN ELEMENTARY WOODWORKING 



Part Two 



NOTES ON FINISHING 



123 



FINISHING 



The "Finish" of a piece of furniture consists of two 
separate and distinct parts, namely: 1. The finish 
of the wood surface. 2. The finish as regards color 
and coating. 

1. The finish of the wood consists of: 

a. Smoothplaning c. Sanding 

b. Scraping d. Filling 

2. The finish as regards color and coating consists 
of: 

a. Staining b. Coating 

The process of staining consists of the application 
of the stain with a brush, applied across the grain, 
after which the surplus stain is removed with a piece 
of waste cloth. There are different kinds of stains 
which will be treated separately later. 

Coatings which are used as a "covering" may be 
either : 

1. A Wax Finish 2. A Varnish Finish 

\'arnish finishes are of two kinds: 

1. A Brush Finish, or 2. A Rubbed Finish. 

In a Brush Finish just as many coats of varnish are 
applied as desired, each coat being left to dry thor- 
oughl}' before the next coat is applied. 

In a Rubbed Finish, each coat of varnish after 
being thoroughly dried, is rubbed down with steel 
wool. The final coat of varnish is rubbed down with 



pumice stone and oil, and finally with oil alone. Light 
lubricating oil is satisfactory. 

When the staining or coloring is omitted, that is, 
if the color is left the same as the natural color of the 
wood, such a finish is called a natural finish. The 
process of finishing is exactly the same except that 
the staining has been omitted. 

Finishes of all kinds may be applied to both soft 
and hard woods, with the exception that the filler 
used is different and is differently applied. Soft 
woods have a very close grain, while the harder woods 
usually have a more open grain. Pine and oak are 
examples of each. 

STAINS 

There are five different kinds of stains, — five, if 
we include commercial stains which are prepared by 
the trade. They are: 

1. Water Stains — which are cheap and unsatis- 

factory, 

2. Oil Stains — which are good, 

3. Spirit Stains — which are expensive and difficult 

to apply, 

4. Chemical Stains — al.so expensive and difficult 

to apply, 

5. Commercial Stains — ready mi.xed as a rule — 

sometimes in powders. 



124 



PROBLEMS IN ELEMENTARY WOODWORKING 



Only the oil and commercial stains, which are en- 
tirely sufficient in the usual manual training shops, will 
be treated here. 

A. OIL STAINS are cheap, easily applied and 
though sometimes producing a muddy effect, are 
usually satisfactory. Oil stains are made from pig- 
ments that are ground in linseed oil. Though usually 
ground in oil they may be obtained ground dry. These 
pigments are thinned with benzine or turpentine, the 
quantity depending upon the shade desired. A httle 
addition of linseed oil will give more body to the stain 
as well as give a slight lustre to the finished surface. 

Some of the pigments used for oil stains are : 

Van Dyke Brown. . . Brown Stain 

Burnt Umber Dark Brown Stain 

Raw Umber Light Brown Stain 

Burnt Sienna Light Red Stain 

Raw Sienna Light Reddish Brown Stain 

Drop Black Black Stain 

Chrome Green Green Stain 

Chrome Yellow ... Yellow Stain 

Combinations may Ije made with the above. For 
e.xample, the green may be made with two parts of 
drop black and one part of medium chrome yellow. 



Mix this well and thin with benzine or turpentine to 
suit. 

B. COMMERCIAL STAINS are furnished by the 
trade, the various shades of colors being usually given 
a trade name, as golden oak, forest green, etc. When 
buying, the colors shown by sample applications will 
tell you what trade name to call for. 

A commercial stain that is very satisfactory, very 
cheap, and which gives the various shades of colors 
from very light yellow to a nice deep brown, is black 
asphaltum. Wlaen buying be sure to get the best 
grade of black asphaltmn. The shade you get depends 
upon the amount of turpentine you mix with it. 

All these stains are applied with a brush across the 
grain, and then wiped clean with a waste piece of cloth. 
The longer the stain is left on the surface, the darker 
will be the color, since the stain soaks into the grain 
tleeper. 

FILLERS 

Fillers are of two kinds — 

1. Liquid Fillers — Used upon close grain or soft 
woods. 

2. Paste Fillers — Used upon open grain or hard 
woods. 



Part Two 



NOTES ON FINISHING 



125 



Liquid fillers are applied with a brush just like 
varnish and then allowed to dry for 24 hours. As in 
the application of varnish, the brush should be stroked 
with the grain. 

Paste filler is apphed with the brush, then allowed 
to stand a few minutes until it begins to set. This is 
noticed by the filler beginning to "dull." When the 
filler begins to set, it should be rubbed into the open 
pores with either excelsior or burlap by using a rotary 
motion. When the surplus has been removed, the final 
strokes with the burlap should be light and with the 
grain. 

Liquid fillers can be bought ready prepared. Ask 
for light liquid wood filler which can be used on 
natural or stained work because it is transparent. 

Paste fillers can be bought ready prepared, except 
that they must be thinned down to the consistency of 
cream before applied to the wood surface. If used on 
stained work the paste filler should first be stained with 
dry colors or pigments mentioned under stains. 

There is another kind of filler called crack filler, 
but it is not used for filling the pores of the wood. It 
is used more like a putty for covering countersunk 
nail head, etc. 

In order that the steps may be more easily under- 
stood and followed, they are here given. 



STEPS IN APPLYING A RUBBED VARNISH 
FINISH ON SOFT WOODS 

STAINED FINISH 

1 . Smooth planing the wood surface. 

2. Scraping the wood surface. 

.3. Sandpapering the wood surface. 

4. Staining the wood surface. 

.'). Applying the Ught Uquid woodfiller. 

6. Varnish — First coat. 

7. Smoothing first coat with steel wool No. 0. 

8. Varnish — Second coat. 

9. Smooth second coat with steel wool No. 00. 

10. Varnish — Third coat. 

11. Smooth third coat with paste of pumic stone 
and oil. 

12. Rub and polish same coat with oil only. 

NATURAL FINISH 

If a natural finish is desired step four is omitted 

These steps are explained as follows — 

1. Smoothplaning. The first step in finishing is the 
surface, which should be carefully gone over with the 
smooth plane, taking a "fuzz" cut. 



126 



PROBLEMS IN ELEMENTRAY WOODWORKING 



2. Scraping. When the more marked places have 
been removed with the smooth plane, the surface 
should be fmlher smoothed with a steel scraper. 

3. Sanding. Sandpapering follows the scraper. If 
sandpaper is first used, the small particles of sand 
left in the surface will dull the edge of the scraper. 

4. Staining. If the surface is to be colored, then 
follow sanding with staining as previously explained. 
Otherwise it is omitted. 

5. Filling. For the soft woods, the light Uquid 
wood filler should now be applied. (If for hard woods, 
the paste filler should be used.) The application has 
been previously explained. Before the varnish is 
applied, this filled smface should first be well sanded 
with No. H sandpaper, and well dusted and wiped with 
a cloth. A very fine liquid light wood filler is made 
by the Sherwin-Williams Co. Apply like varnish with 
a brush. 

6. Varnishing. It is advisable in the ordinary 
wood shop to use a quick drying, dust proof varnish. 
An excellent varnish is "Vitrolac" for floors made by 
Harrison Bros. Co. of Chicago. This is a floor varnish, 
but makes a fine finish. It is dust proof in four hours, 
dries hard over night, is water and heel proof. If 
simply a brush finish is desired, "Vitrolac-" Flat by the 
same Company is very good. 

7. Steel Wool. Do not use sandpaper for smoothing 
varnish. Use steel wool. Numbers or 00 are the best 



size to use. A small hand full, or a "big pinch" of the 
steel wool should be taken and rubbed lightly over the 
surface. Steel wool cuts through very fast, so special 
care should be taken not to rub the varnish off. Just 
the rough places should be shghtly reduced and the 
entire surface gone over so that it looks slightly dulled. 
Special care must be taken that all the particles of steel 
wool are removed before a new coat of varnish is 
applied. Otherwise the work will be entirely ruined. 

Steps 8, 9 and 10 are alternated as 6 and 7. 

11. Pumice and Oil. Pumice stone should be 
bought in a finely powdered form. This should be 
mixed with oil to make a paste. This is applied to the 
surface (last coat of varnish) with a cloth. Pumice also 
cuts through very fast. If it is cutting too fast, the' 
cloth should be soaked with more oil. If the paste 
dries before it can be removed, an oily rag should be 
used to remove it. 

12. Oil Polish. When the entire surface has been 
properly rubbed with pumice and oil, and tlais has all 
been removed, the siu'face should be given a rubbing 
with oil alone. Finally, the oil should be removed with 
a soft cloth, and the job is done. 

Note. If hard wood is to be finished, the steps are 
the same except that a paste filler is used with no 
coloring added if the finish is to be natural, while the 
same colored dry pigment should be mixed with it if 
it is to be applied to a stained surface. 



LIBRARY OF CONGRESS 




